Motivation as Quality: Regulatory Fit Effects on Incidental Vocabulary Learning

The study examined the predictions of regulatory fit theory (Higgins, 2000) in relation to task-based incidental vocabulary learning. A total of 189 English as a second language learners completed a vocabulary pretest, a regulatory focus questionnaire, an integrated reading/writing task, and finally...

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Bibliographic Details
Published inStudies in second language acquisition Vol. 40; no. 4; pp. 707 - 730
Main Author Papi, Mostafa
Format Journal Article
LanguageEnglish
Published New York Cambridge University Press 01.12.2018
Subjects
Achievement Need
Attitudes
Behavior
Educational Psychology
Energy
English (Second Language)
English as a second language learning
English Curriculum
English language learners
High Achievement
Incidental Learning
Instructional Improvement
Language acquisition
Language instruction
Language Tests
Learning Processes
Low Achievement
Motivation
Prediction
Preferences
Pretests Posttests
Quality
Researchers
Resistance (Psychology)
Rewards
Second Language Instruction
Second Language Learning
Second language vocabulary learning
Second language writing
Short Term Memory
Skill Development
Social Psychology
Student Motivation
Students
Task Analysis
Teaching Methods
Theory
Vocabulary Development
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Summary:The study examined the predictions of regulatory fit theory (Higgins, 2000) in relation to task-based incidental vocabulary learning. A total of 189 English as a second language learners completed a vocabulary pretest, a regulatory focus questionnaire, an integrated reading/writing task, and finally an unannounced vocabulary posttest. The participants were randomly assigned to two task conditions. In the gain condition, they started the task with zero points and had to gain 75 points to enter a drawing to win one of three $100 gift cards; in the loss condition, they started with 100 points and had to avoid losing more than 25 points. Multiple regression results partly supported the regulatory fit predictions. Prevention individuals learned significantly more vocabulary items in the loss condition than in the gain condition; but promotion individuals did not learn significantly more vocabulary items in the gain condition than in the loss condition. Theoretical and pedagogical implications, and future research directions are discussed.
ISSN:0272-2631
1470-1545
DOI:10.1017/S027226311700033X